EITHER exams are getting easier, our youngsters are getting cleverer or our teachers are becoming cannier.
They are the only three possible explanations for why GCSE results are on an ever increasing rise.
The most likely is that teachers – and pupils – know the system and are getting better at playing it.
The headmaster of Magdalen College School is unlikely to criticise a system which has made his school very successful. It is also unlikely that, as the leader of an independent school, he would welcome further political intervention in education.
Dr Tim Hands supports the broadness of GCSEs. But being good at a vast range of subjects is not necessarily such a worthy goal.
Yes, our youngsters need to have a basic grounding in grammar, spelling and maths – even those who go on to pursue more vocational subjects.
What about those really gifted pupils who excel at the sciences but are less good at communication based subjects?
Or the really artistically talented who produce stunning work but struggle with sums.
Those who are jacks of all trades and masters of none tend never to reach the very top.
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